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Emergent literacy

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Academic Presentation on preschoolers' emergent literacy and how it relates to their attitudes and motivations.

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Emergent literacy

  1. 1. Preschoolers’ Emergent Literacy Predicts Attitudes Toward and Perceptions of Reading By: Kirsten T. Craft and Dr. Olivia K. Lima
  2. 2. Introduction http://00.edu-cdn.com/files/static/preschool-reading/12ways.jpg
  3. 3. Background • Preschoolers do not come into the classroom as blank slates • In home exposure to learning does matter (Fernald, Marchman & Weisleder, 2013) • Lower emergent literacy skills (Bowman, Donovan & Burns, 2001) • Long term negative impacts • Explained by relationship between perceived ability and engagement (Fantuzzo, Perry & McDermott, 2004) • Preschool interventions cited as a solution (Logian, 2006) • Motivation (Schweinie, 2011)
  4. 4. Objectives and Hypotheses • Objectives • How do attitudes relate to ability? • How do preschoolers define reading? • Hypotheses • Positive attitudes would be associated with high emergent literacy. Negative attitudes would be associated with low emergent literacy. • Preschoolers would rely on books and text to define reading.
  5. 5. Method http://www.njfamily.com/NJ-Family/June-2012/Summer-Reading-101/Preschooler-Reading-500.jpg
  6. 6. Participants • Participants • 14 Preschoolers • Gender • 9 Males • 5 Females • Age • Mean 4.43 years • Demographics • Similar to Sioux Falls
  7. 7. Materials • Materials • Survey questions and scales • Artist illustrations • The Get Ready to Read Revised (Whitehurst & Lonigan, 2010) • (M=18.3, SD=3.7) Illustrated by Esther Rainbow
  8. 8. Reading vs. Not Reading Illustrated by Esther Rainbow
  9. 9. The Get Ready to Read (Whitehurst & Lonigan, 2010)
  10. 10. The Get Ready to Read (Whitehurst & Lonigan, 2010)
  11. 11. Procedure • Part One – Day One • Shown illustrations and asked what they thought the child was doing • Open ended questions • Likert scales used to assess attitudes • Part Two – Day Two • Get Ready to Read revised • Both parts were introduced to children as games
  12. 12. Results http://fortcollinsreadaloud.org/wp-content/uploads/2012/12/reading-to-child.jpg
  13. 13. Objective One • Objective • How do attitudes relate to ability? • Hypothesis • Positive attitudes would be associated with high emergent literacy and negative attitudes would be associated with low emergent literacy. • Results • Negative attitudes (M=4) were associated with with high emergent emergent literacy and more positive attitudes (M=4.43) were associated with low emergent literacy. • Preschoolers with high emergent literacy skills reported that they knew less about reading (M= 3.14) than preschoolers with below average emergent literacy skills (M=4.14). • It did not reach significance (P=.21)
  14. 14. Graphic Visuals How Much Do You Know How Much Do You Like 0 1 2 3 4 5 Above Average Below Average Above Average Below Average 0 1 2 3 4 5 Above Average Below Average Above Average Below Average
  15. 15. Objective Two • Objective • How do preschoolers define reading • Hypothesis • Preschoolers would rely on books and text to define reading. • Results • More limited interpretation of reading than adult comparison • Reliance on books • Adults included more complex interpretations
  16. 16. Other Interesting Findings • Do you know how to read? • No clear relationship between emergent literacy and self reported ability to read • “Yeah because I am four” • “No because I am too little” • “Yeah because I learned it” • Is learning how to read important? • Preschoolers with high emergent literacy skills were more likely to report intrinsic motivations towards reading. • Intrinsic “Yeah it helps you learn” • Extrinsic “Yeah so you can do it when your teacher tells you to” • Uncertain “Yeah cause I do not know”
  17. 17. Discussion http://www.kinderpillar.com/blog/wp-content/uploads/2012/10/preschoolers-reading.jpg
  18. 18. Explanation of Results • Objective One • Preschoolers with high emergent literacy may have a more realistic understanding of what reading is. • Like it less • Report knowing less • Objective Two • Preschoolers may not have had advanced exposure to literacy • Other Findings • Preschoolers may have different interpretations of what “knowing how to read” is • Preschoolers with high emergent literacy may have been taught differently
  19. 19. Macro Level Application • Preschool Interventions • No link between perceived ability and actual ability • Link between motivation type and actual ability • Classroom changes • Preschool is a good time • Focus on motivational drives
  20. 20. Micro Level Application • At home • Focus on showing preschoolers why reading is important (Wingle, Martin & Bennett, 2006) • Do not worry if a preschooler reports not knowing much about a subject area • Work to expose preschoolers to more complex forms of literacy
  21. 21. Thank You http://montclairhistorical.org/wp-content/uploads/2011/12/preschool-girl-smiling.jpg http://montclairhistorical.org/wp- content/uploads/2011/12/preschool-girl- smiling.jpg
  22. 22. Work Cited …

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